@article{LiWangMoetal.2018,
  author    = {Li, Nan and Wang, Suiping and Mo, Luxi and Kliegl, Reinhold},
  title     = {Contextual constraint and preview time modulate the semantic preview effect},
  series = {The quarterly journal of experimental psychology},
  volume    = {71},
  journal   = {The quarterly journal of experimental psychology},
  number    = {1},
  publisher = {Sage Publ.},
  address   = {London},
  issn      = {1747-0218},
  doi       = {10.1080/17470218.2017.1310914},
  pages     = {241 -- 249},
  year      = {2018},
  abstract  = {Word recognition in sentence reading is influenced by information from both preview and context. Recently, semantic preview effect (SPE) was observed being modulated by the constraint of context, indicating that context might accelerate the processing of semantically related preview words. Besides, SPE was found to depend on preview time, which suggests that SPE may change with different processing stages of preview words. Therefore, it raises the question of whether preview time-dependent SPE would be modulated by contextual constraint. In this study, we not only investigated the impact of contextual constraint on SPE in Chinese reading but also examined its dependency on preview time. The preview word and the target word were identical, semantically related or unrelated to the target word. The results showed a significant three-way interaction: The SPE depended on contextual constraint and preview time. In separate analyses for low and high contextual constraint of target words, the SPE significantly decreased with an increase in preview duration when the target word was of low constraint in the sentence. The effect was numerically in the same direction but weaker and statistically nonsignificant when the target word was highly constrained in the sentence. The results indicate that word processing in sentences is a dynamic process of integrating information from both preview (bottom-up) and context (top-down).},
  language  = {en}
}
@article{BalbivonHagenCuadroetal.2018,
  author    = {Balbi, Mar{\´i}a Alejandra and von Hagen, Alexa and Cuadro, Ariel and Ruiz, Carola},
  title     = {A systematic review on early literacy interventions},
  series = {Revista Latinoamericana de Psicolog{\´i}a},
  volume    = {50},
  journal   = {Revista Latinoamericana de Psicolog{\´i}a},
  number    = {1},
  publisher = {Foundation advancement psychology},
  address   = {Bogota},
  issn      = {0120-0534},
  doi       = {10.14349/rlp.2018.v50.n1.4},
  pages     = {31 -- 48},
  year      = {2018},
  abstract  = {An area of increasing interest amongst teachers and researchers is the availability of tools for the design and implementation of literacy interventions with Spanish speaking children. The present systematic literature review contributes to this need by summarizing available findings on evidence-based literacy interventions (EBI) for children from first to third year of primary school. Our results are based on 20 EBI that aimed at improving at least one of the critical components mentioned by the NRP (2000): phonological awareness, phonics, fluency, vocabulary and comprehension. As 90\% of the studies were completed with English-speaking children, we critically discussed the applicability of this evidence to the specific context of Spanish-speaking countries. Although many of the general characteristics of the EBI completed with English speaking children could also guide interventions in Spanish, it remains crucial to take into account structural differences between the orthographies of both languages. Moreover, we identified transversal strategies and implementation techniques that due to their universal character could also be useful for early literacy interventions in Spanish. (c) 2018 Fundacion Universitaria Konrad Lorenz. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/bync-nd/4.0/).},
  language  = {en}
}